Eva Brodin

Conceptualizing and encouraging critical creativity in doctoral education

Purpose – The purpose of this paper is to provide a theoretical framework for conceptualizing critical and creative thinking within doctoral study and to illuminate the connecting and diverging points between the two phenomena in a way that clarifies their developmental relationships.Design/methodology/approach – The conceptual framework is founded in a synthesized understanding of both new and established theories on critical and creative thinking, and worked out through a reconstruction and expanded re‐conceptualization of the Four C Model of Creativity.Findings – The results show that responsible scholars are moved by both critical and creative thinking, which is conceptualized as critical creativity. The authors introduce the ECC‐model which illustrates how different Expressions of Critical Creativity (CC) is manifested in scholarship: Experiential CC (in cognition), Experimental CC (in action), Enunciated CC (in speech), and Eulogized CC (in recognition). Whereas Experiential, Experimental and Enunci...

Conditions for Criticality in Doctoral Education: A Creative Concern

The demand for developing profound critical thinking in doctoral education is a serious concern since today’s doctoral students are the academics and societal leaders of tomorrow. Thus they need to be well prepared for handling the rapid changes of academia, and society at large, in deliberate, transformative, and responsible ways. Such a concern extends beyond the traditional understanding of critical thinking in terms of critical reasoning. It also involves critical self-reflection and critical action (Barnett 1997). Underpinned by a range of scholars who argue for a close relationship between critical and creative thinking (Baer and Kaufman 2006), I shall in this chapter argue that criticality of this all-embracing kind involves an ample amount of creativity.

THE ROLE OF DOCTORAL EDUCATION IN EARLY CAREER ACADEMIC DEVELOPMENT

CITATION: Frick, L. et al. 2016. The Role of Doctoral Education in Early Career Academic Development, in M. Fourie-Malherbe, R. Albertyn, C. Aitchison & E. Bitzer. (eds.). Postgraduate Supervision: Future Foci for the Knowledge Society. Stellenbosch: SUN PRESS. 203-219. doi:10.18820/9781928357223/12.